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United Nations Department of Economic and Social Affairs Sustainable Development

Lagos Business School, Pan-African University

#SDGAction38611
Description
Description
COMMITMENT AT THE LAGOS BUSINESS SCHOOL FOR 2012-2015A PROMISE TO TAKE ACTION NOW OR IN THE FUTUREOur commitment to take action at Lagos Business School is as old as the School itself. As the Dean, Dr Enase Okonedo pointed out in a personal interview:“…right from the very beginning we set out to raise ethical and responsible managers and leaders who will make a positive difference in society. It is a self-imposed mandate that speaks to our ambition to positively impact on the practice of management in Nigeria…It is a huge responsibility, but knowing that we’re about the only school in the country where they can get this kind of education, and our belief that there’s no institution that is better placed to achieve this mandate than us provides us with inspiration to continue doing what we do.”Lagos Business School embeds humanistic management education in its curriculum by teaching business ethics in all programmes of ten days and longer. Business ethics stresses the point that organisations have responsibilities towards employees, customers, competitors and society at large, rather than existing only to maximise profit for shareholders. In addition to ethics, LBS has also developed a required course in philosophical anthropology on the MBA programme, titled “The Nature of Human Beings”.
Implementation of the Project/Activity

THE CSR CENTRE will continue to engage the public and private sectors in the global discuss on sustainability through the annual CSR Conference which was launched in 2011, the CSR Master Class. We have just selected a team of faculty and staff to drive the Higher Education Sustainability Initiative, the PRME and other sustainability initiatives which the School has committed to.

Partners
Lagos Business School, Pan-African University

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

SIP (Sharing information on Progress) (PRME)
Reduce the use of paper at LBS by 10%
Zero use of plastic water bottles at the Lagos Business School
Staff / Technical expertise
Expertise of students and staff concerning sustainable development
No progress reports have been submitted. Please sign in and click here to submit one.
False
Action Network
Higher Education Sustainability Initiative
This initiative does not yet fulfil the SMART criteria.
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Timeline
01 January 2012 (start date)
01 January 2015 (date of completion)
Entity
Lagos Business School, Pan-African University
SDGs
4
Geographical coverage
Lagos, Nigeria
More information
Countries
Nigeria
Nigeria
Contact Information

Enase Okonedo, Dr

info@lbs.edu.ng